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SGPs are based on up to two years of student test data, and they compare students’ performance to the performances of academic peers who scored similarly in their grade during that same time period. These academic peers are identified from all statewide student groups, including students in different grades, demographic groups (e.g., race/ethnicity, income status, and educational programs such as sheltered English immersion and multilingual education).
A student’s SGP is a percentile rank on a normed scale, which makes it possible to compare his or her performance against the performance of students across the state. To determine a student’s percentile rank, SGPs are calculated by placing a student’s MCAS scaled score history on a statistical scale using a process called quantile regression. The resulting SGP represents a percentage of the student’s scaled scores that fall within the 75th percentile.
While an SGP provides a very useful snapshot of student achievement, it is important to look at student trends over time as well. The “SGP by Grade” chart on the School and District Profiles page provides a means to do so. By looking at trend lines, a teacher can identify areas in need of improvement and determine whether or not current efforts are effective.
An SGP is a very powerful tool for identifying student learning needs and providing targeted support for each student. However, it should be interpreted cautiously because of its limitations and the fact that it may not be indicative of a student’s overall performance in any one subject area.
Q. Can a student’s SGP be interpreted differently for different grades?
A. A student’s SGP can be interpreted differently for different grades because the SGP compares the student’s performance to the performance of academic peers who scored similarly in their grade on both MCAS tests. In addition, the SGPs are averaged by various student groupings (e.g., race/ethnicity, gender, and income), which can impact the interpretation of student growth trends.
A student’s SGP can also be compared to the average SGP for the school and the state, which allows the teacher to identify the number of students in their classroom who are making significant progress or not making progress. The student’s SGP can help a teacher understand what is going on with his or her class and make necessary adjustments to improve student outcomes. This can help the teacher differentiate instruction and support students more effectively.
